Paulo Freire was an educationalist and philosopher who developed his unique theory that he documented in his book- the pedagogy of the oppressed. The theme of suffering is central to his theory, where he examines and addresses human suffering through the concept of dehumanization. Paulo explains how historical oppression leads to the development of dehumanization (Freire, 2005). Dehumanization is explained as a concept that hinders human beings from becoming wholly human, where it results in unjust social orders that oppress the oppressor thus, ultimately dehumanizing the oppressed (Freire, 2005). He explains that the oppressors take advantage of their power to exploit others. To alleviate human suffering, individuals must eradicate dehumanization by striving for social and personal freedom.
Conditions Leading to Human Suffering
According to Paulo, there are distinct conditions that lead to the increased human suffering. One of the conditions is the unfair social order in society which makes the oppressors deny the oppressed freedom. The oppressors use social structures to propagate elements of human suffering such as despair and poverty (Freire, 2005). Oppressors use false generosity to further human suffering as they “soften” their power towards the weaknesses of the oppressed. However, they also need to perpetuate injustices to the oppressed to perpetuate their “generosity” (Freire, 2005). Freire further explains that fear of freedom is a significant condition responsible for increasing human suffering (Freire, 2005). The oppressed are afflicted by this fear which binds them to the role of the oppressed. Moreover, the oppressed tend to become oppressors or sub-oppressors rather than striving to achieve their freedom (Freire, 2005). The oppressed develop a consciousness that is prescribed by the guidelines of the oppressor. These conditions, therefore, facilitate increased human suffering and make it hard for the oppressed to realize freedom.
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Social Structures Propagating Inequality
Society is structured to facilitate the maintenance of a system of inequality between the liberators and the oppressors. Freire explains this using the concepts of unjust social order and fear of freedom (Freire, 2005). In the text, the unjust social systems are explained as significant mechanisms that provide a platform for the oppressors to dehumanize the oppressed. The systems facilitate injustices and the notion of “generosity” of those in power to ensure the oppressed continue suffering (Freire, 2005). On the other hand, the liberators or the oppressed also enhance their dehumanization and injustices in society. The oppressed are afraid of being liberated, and they have developed prescribed behaviors that follow the guidelines of their oppressor (Freire, 2005). Inequality, therefore, continues to affect society as the oppressed are unable to become autonomous and take responsibility for their liberation.
How Education System is Affected
The education system in an unjust society where human suffering persists suffers significantly. The teacher-student relationship is greatly impacted by narration sickness. The teacher talks of reality as predictable, compartmentalized and motionless while the student is seen as the recipient of the educator’s narration (Freire, 2005). Students do not participate in active learning but are expected to memorize the content they learn from their teachers. Freire uses a banking concept to explain the deep-seated narration sickens within the education system. Education becomes an act of depositing knowledge to students, where teachers become depositors of knowledge. In contrast, the scope of action of students exceeds as far as receiving, filing, and storing the content (Freire, 2005). This ideology is oppressive as it projects arrogance on those who deposit knowledge because they consider learners to know nothing.
Proposed Solution
To mitigate the problem within the education system, Freire proposes the implementation of libertarian education. The raison d’etre libertarian education strives for reconciliation in the teacher-student relationship to ensure both parties simultaneously learn from and educate each other (Freire, 2005). By fostering this, students develop the critical consciousness needed to help them blossom into the world transformers and challenge the fragmented reality taught to them (Freire, 2005). Changing the education system will therefore nurture students who can help change society and eliminate human suffering.
How To Improve the Oppresseds’ Condition
The oppressed can improve their condition by actively engaging in the liberation process. Freire believes that the oppressors’ interests lie in changing the consciousness of the oppressed to ensure they do not challenge them (Freire, 2005). This is achieved through the education system and acts of false generosity that “justify” their exploitation and oppression. Since the oppressed are afraid of freedom, they become dormant in seeking out their liberation. They fail to seek their personal and social freedom, enhancing their suffering and further cementing the oppressors’ power (Freire, 2005). To improve their condition, the oppressed must actively engage in their freedom, which will help the oppressors lose their power over them. As a consequence, they will liberate themselves and their oppressors.
Ways of Achieving More Equality in Society
Changing the education system will help foster more equality in society. Education is a vital mechanism through which members of society learn and develop critical thinking skills. By implementing the libertarian education system, students will be taught to think critically and develop the necessary consciousness needed to help them challenge the fragmented realities posited (Freire, 2005). They will therefore develop the right mindset to challenge the oppressive social order.
How Freire Understands the Possibility of Liberation and My Opinion on the Ethical Theory
According to Freire, the possibility of liberation and freedom can only be achieved by collaborating with the oppressed and their oppressors. He explains that the teachings of an educator can only be validated by their learners’ thinking capabilities (Freire, 2005). To achieve this, educators would have to collaborate with their students, eventually leading to their freedom and liberation. I concur with his assertions as teachers, in this instance, act as oppressors to students. When they work together, students develop critical thought that ensures they challenge the unjust social order. Similarly, in society, when the oppressors and the oppressed work together, they create a just social order that alleviates human suffering.
Application of Freire’s Ideas to The Modern World
Freire’s theory can be applied to the contemporary world to facilitate just societies free from dehumanization and human suffering. His belief that the oppressed can fight for their freedom can be applied to groups of discriminated communities like the LGBTQ. Members can rally to fight for their rights and freedoms, thus liberating themselves from unjust social orders. Moreover, within the education system in modern societies, teachers should collaborate with their learners to nurture their critical thinking capabilities. By engaging their learners and nurturing their critical conciseness, teachers will help facilitate the needed deep structural changes in society.
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Reference
Freire, P. (2005). Pedagogy of the oppressed . Continuum. https://envs.ucsc.edu/internships/internship-readings/freire-pedagogy-of-the-oppressed.pdf
